Achievement Skills Research Articles

Defining and measuring motor imagery in children: mini review.

Motor imagery (MI) is the ability to engage in the mental representation of a task consciously or automatically without generating a voluntary movement. While the construct of MI and its various dimensions have been comprehensively studied in adults, research remains limited in children. Children as young as 5 years old can engage in MI, and this engagement is crucial to their motor development and skill acquisition. Further, the degree of skill achievement is directly linked to MI responsiveness. Clinicians and researchers often measure MI responsiveness in children to facilitate skill development and retention. However, few measures exist that can appropriately assess MI responsiveness in children. To date, a focused review examining the MI dimensions in children as well as comparing the characteristics of MI measures in children is lacking, and thus a research gap exists. This paper examines past and current research describing MI ability in children from the theoretical, developmental, and neurological lens and systematically analyzes the properties of three widely used operations - the movement imagery questionnaire in children (MIQ-C), the Florida praxis imaginary questionnaire (FPIQ-C), and the mental chronometry paradigm (MCP) - to measure MI and its dimensions in children.

Investigating the Effect of FLIP/LIP Teaching Model on Iraqi Preparatory Pupils’ Achievement

In the English language there are many models of the teaching English language,Flip teaching model one of the modern models. The current study aims at investigating to whichextent the flip teaching model effected on the achievement of Iraqi preparatory pupils. To succeedthe study and to fulfill its aims, hypotheses are posed as the following:1. There are no statistically significant differences between the mean scores of the experimental groupspupils whom are taught according to flipped teaching model and the control groups pupils whom aretaught according to lipped teaching model.2. There are no statistically significant differences between the mean scores of the experimental groupsin the pre-test and their scores mean in the post-test3. There are no statistically significant differences among Iraqi preparatory pupils‟ achievementaccording to their field of specialization.To achieve the aims and verify the hypotheses, the researchershave adopted a number of procedures as the following: Presenting a theoretical background of the flipteaching model as well as lip teaching model. Selecting randomly samples of Iraqi preparatory pupils assubjects for conducting A written pretest has been conducted and presented for both groups to assessthe pupils' achievement in reading, writing, listening and speaking skills.1. The experimental group has been exposed to the flip teaching model.2. Both groups are exposed to a post-test to find out whether the flip teaching model haveany role on pupils' achievement in English learning skills.3. Data of the post-test and results have been presented, and have been analyzed on the basisof which conclusions and recommendations have been giveThe sample of the current study consists of (88) pupils derived from four sections chosenfrom „Maysaloon Preparatory School for Girls‟.The fifth stage consists of four sections; section (A) randomly selected to be theexperimental/ Scientific group, section (B) has randomly chosen to be the experimental / Literary group,section (C) has randomly chosen to be the control / Scientific group, and section (D) has randomlychosen to be the control / Literary group. Each section consists of (22) pupils.To analyze the obtained data, different statistical methods have been used, namely One- WayAnalysis of Variance (ANOVA), Scheffe Test, weighted mean and Percentiles mean to measure thepupils‟ posttest achievement.

استخدام مدخل التعليم النشاطي Empty outlineلتنمية التحصيل الدراسي في مهارة القراءة بالمدرسة المتوسطة الإسلامية الحكومية 3 فيدي

This study aims to find out the students' response to the use of the Empty outline approach in teaching the skill of reading and to measure the effectiveness of applying the Empty outline approach in teaching the skill of reading in the governmental Islamic middle school 3 Fide, and the research method used by the researcher in writing this research is the experimental research method. By Design One Group Pretest Posllest. The results of the research indicated the response of the students in teaching reading using the Empty Outline approach at the Islamic Governmental Intermediate School 3, which is comfortable and enjoyable, and they want to teach reading after using the Empty Outline Approach. The use of the Empty outline approach is effective for the development of students' academic achievement in the reading skill of the Government Islamic Intermediate School 3 Fedi. Using the Empty outline approach, it is clear that the result of the t-test -12.59 is greater than the result of the t-table which is 2.060.

ПРОЕКТНО-БАЗИРАНОТО ОБУЧЕНИЕ ЗА РАЗВИВАНЕ НА КРЕАТИВНО МИСЛЕНЕ, КЛЮЧОВИ УМЕНИЯ И КОМПЕТЕНЦИИ У ДЕЦАТА ОТ ПРЕДУЧИЛИЩНА ВЪЗРАСТ

Dynamic changes in all areas of modern life also change the ways in which we learn and educate. We are increasingly required to think entrepreneurially, to have the ability to make independent decisions, to adapt in unfamiliar situations. Education meets these requirements through the application of new methods and technologies aimed at forming lifelong learning attitudes, for the acquisition of key competences laid down in the European Reference Framework. This report pay attention to the possibilities of project-based learning to achieve a new type of pedagogical interaction, to form key competences and to develop the creativity and imagination in the children. We share the activities approved in our own pedagogical practice under the „Design Champions“ program of the „Red paper plane“ organization. The program provides an opportunity to develop the skills of the XXI century, which are divided into functional literacy, competencies, character qualities. Emphasis is placed on how the project-based learning method and the principle of „learning by doing“ can be applied. The additional methods and techniques used support the achievement of knowledge and skills laid down in state educational standard for preschool education, create various inter-subject connections and form key competences needed by modern children and young people. The proposed technology helps not only to achieve better educational results for children of preschool age, but also to a higher quality of acquired knowledge and practical skills.

Teacher quality and cross-country differences in learning in francophone Sub-Saharan Africa

We study the effects of two dimensions of teacher quality, subject knowledge and didactic skills, on student learning in francophone Sub-Saharan Africa. We use data from an international large-scale assessment in 14 countries that include individual-level information on student achievement and country-level averages of teacher subject knowledge and teacher didactic skills in reading and math. Exploiting variation between subjects in a student fixed-effects model, we find that teacher subject knowledge has a large positive effect on student achievement, whereas the effect of teacher didactic skills is comparatively small but imprecisely estimated. Differences in teacher subject knowledge account for 37 percent of the variation in average student achievement across countries.

Determinants of Cognitive Skills Achievement in Mathematics of Elementary Pre-Service Teachers

Determinants of Cognitive Skills Achievement in Mathematics of Elementary Pre-Service Teachers

PENERAPAN MODEL PEMBELAJARAN QUESTIONING UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN SISWA SEKOLAH DASAR

This research is conducted due to the low achievement of students reading comprehension skill on the theme of healthy food material hw the body processes food in the class V SDN 005 Empat Balai On of the solusion to evercome the problem by implementing questioning model. This is a classroom action research with two child each cycle consists of two meetings. The subject of this research is grade V students, total 29 students, 16 male students and 13 famale students. The data collection teachique employed are documentation, observasion, and tes. While technical data analysis uses quantitative and qualitative data analysis. Based on the result of data analysis, it can be seen that the student’s classical completeness in the pre action was 37,93%, then in the first cycle the first meeting in creased to 55,17%, the first cycle the second meeting increased to 68,98%. Furthermore, cycle two meeting one increased to 75,86% and cycle two meeting two increased to 82,76%.. It can be inferred concluded that the application of the questioning model can improve students reading comprehension skills on the reading text material for grade V SDN 005 Empat Balai

Examining students' cognitive processes in solving algebraic numeracy problems: A Phenomenology study

Problem-solving can be understood as a cognitive process in which students know facts, processes, concepts, and procedures and then apply the knowledge to solve problems in real situations. Indonesia’s national average achievement of numeracy skills in 2021, the cognitive process of competence reasoning is higher than the competencies of knowing and applying. This study aims to analyze students' cognitive processes in solving numeration problems related to the algebraic domain. The algebraic domain in this study is limited to competencies in making generalizations from patterns in number sequences and object configuration sequences. This research was conducted qualitatively with a phenomenological design using three high-category and three low-category students to achieve data saturation. The supporting instruments are students' answers and interview results related to the algebraic domain. This study concluded that students' cognitive processes in solving numeracy problems associated with the algebraic domain in the high and low categories have different descriptions. This difference in intelligence has an impact when solving math problems. This research can help enrich the understanding of students' cognitive processes and contribute to the development of better mathematics learning strategies and curricula.

IMPLEMENTASI MODEL PROJECT BASED LEARNING (PjBL) PADA MATA KULIAH PERENCANAAN PEMBELAJARAN DALAM MERANCANG MODUL AJAR BERBASIS HIGHER ORDER THINKING SKILL (HOTS)

AbstractThis study aims to guide students in designing teaching modules that support the achievement of higher order thinking skills (HOTS). The methode that used is Classroom Action Research (CAR). The research subjects are the students at 4th semester of primary school teacher education major at STKIP Pangeran Dharma Kusuma Segeran Juntinyuat Indramayu that consists of 35 students that determined by using purposive sampling method. The data collection techniques used were observation and documentation. Then the data were analyzed qualitatively. The results showed that students could carry out learning activities using the Project Based Learning (PjBL) model. 25 out of 35 research subjects succeeded in designing teaching modules based on Higher Order Thinking Skill (HOTS). 7 students develop modules with a scientific thinking skills orientation. 5 students succeeded in developing teaching modules with critical thinking skills orientation. 5 students succeeded in developing teaching modules oriented towards problem solving skills and 8 students succeeded in developing teaching modules oriented towards critical thinking skills. The implementation of the Project Based Learning (PjBL) model provides experiences in meaningful learning for students. In addition to gain theoretical insights, students also gain experience in developing a project of a HOTS-based teaching module. In the future students can develop their abilities in developing teaching modules in research/thesis as a final project.Â

A Cross-Sectional Study of Clinical Practice for Midwifery Students with Design by Empathy during the Covid-19 Pandemic

The learning activities of students in the clinical practice during the Covid-19 Pandemic are a challenge faced by health education institutions. The practical design is required for the implementation of safe clinical practice. In response, Budi Kemuliaan School of Health Science had designed the implementation of clinical practice learning with "design by empathy". This study aims to explore how clinical practice learning with "design by empathy" during the Covid-19 pandemic. A cross-sectional study was conducted on 62 students of the Midwifery Diploma Three Program, which were divided into two groups.Positive results were obtained from clinical practice learning with design by empathy during the pandemic which was seen from the presentation of students attendance, students health conditions, skills achievement, students and clinical instructor responses regarding the implementation of practical learning during the pandemic, and the acquisition of grades.

A Pilot Study on Testing Real Life Delivery Room Experience by Direct Observation and Supervised “Hands-on” Component in Imparting Neonatal Resuscitation Skill to Intern Doctor

Background Intern doctors are often incompetent to perform neonatal resuscitation, which is an essential skill and core competency area of pediatric curriculum. Methods We aimed to analyze the impact of direct observation and supervised “hands-on” component along with standard basic neonatal resuscitation training for intern doctors. An educational interventional study was conducted among interns after being approved by ethics committee. Mannequin based Basic neonatal resuscitation training of intern doctors was demonstrated. After that one week observership for real-life experience in NICU was given, where they observed minimum 5 delivery calls under the supervision of senior resident/faculty. Learning gain of the interns was analyzed by comparing the pre- and post-training test score. Knowledge based questions and objective structured clinical examination (OSCE) stations were used for the assessment. The OSCE was used to check the skills acquisition among intern doctors. Interns post workshop and post observership feedback in the form of reflection were analyzed. Faculty’s feedback in the form of reflection was analyzed. Results A total of 8 interns completed both pre and post training test for the level 2 evaluation-learning gain. Mean test scores of knowledge based questions and OSCE increased significantly from 85% to 97.5% and 33.33% to 100%, respectively. Pre- and post-workshop OSCE revealed 100% achievement of clinical skill of neonatal resuscitation. Intern doctors perceive that NRP training program improved their confidence levels and decreased the fear to perform neonatal resuscitation during first golden hour of life to save life of newborn. BNRP program is one of the core components to impart a clinical skill as an integral part of learning during internships. Conclusion Direct observation and supervised “hands-on” component as an additional teaching-learning method was well perceived and competency of interns for neonatal resuscitation was significantly enhanced. BNRCP competent IMG/intern being the first contact physician will be able to survive the newborn and contribute in decreasing neonatal mortality rate.

External assessment of medical education quality: indicative model development considering paradox of skill.

This study proposes an approach to the external evaluation of medical education programs' quality based on a combination of indicators, including international rankings, external stakeholders' input, and independent agencies' assessments. We modify the success equation with a detailed consideration of the skill component and its decomposition into internal and external quality assurance elements along with authority. We carried out a bibliometric analysis regarding the problem of medical education quality assessment in the context of achieving sustainable development goals. We described the calculation model of external quality assessment indicators through the algorithms of independent education quality assurance agencies' activity and rating indicators shown in the modified Mauboussin's equation. The model considers the economic component (the consequence of achievement) of skill, which is expressed in raising funds from external sources to implement educational and scientific activities. The proposed algorithm for assessing the educational program quality can be applied to benchmark educational program components, complete educational programs within the subject area, and the educational institution for different areas. We propose a "financial" model for educational program quality based on the analysis results. The model makes it possible to determine the need for additional focused funding of the educational program based on the individual analysis of the external evaluation criteria of the achievement level. This study analyzes the accreditation results of more than 110 educational programs in 2020 and 8 months of 2021 within the direction 22 "Medicine" (according to the national classification of fields of knowledge) (state and private Ukrainian medical universities).

Lesson Study Mata Kuliah Telaah Kurikulum Buku Teks Fisika Untuk Meningkatkan Keterampilan Kolaborasi Mahasiswa Menggunakan Alur Merdeka

This research is motivated by the low achievement of student competency skills in collaborating, student activities in collaborating only when discussing material, have not shown solid cooperation in designing independent curriculum teaching modules. The purpose of this study was to improve student collaboration skills through Lesson Study using independent flow, combined with Project Based Learning (PjBL) so as to enhance 21st-century skills. The sample of this study used purposive sampling with 40 physics education students at PGRI Silampari University—a quantitative descriptive research method. Data collection uses observation sheets, documentation, and interview guidelines. In open class meetings 1, 2, and 3 there was an increase in student collaboration skills using independent flow from meeting 1 to meeting 3 with an N-gain of 0.81 so the research results were in the high category.

Segregation, Education Cost, and Group Inequality

Abstract This study analyzes the interplay between the segregation level, education cost, and the evolution of group inequality. In a market economy, individuals have incentives to invest in skill acquisition because of wage differentials. Because skill achievement is costly, a person with a higher inherent ability or a better community background is more likely to invest. Bowles, Loury, and Sethi (2014) show the possibility of group inequality evolution with a high level of segregation when network externalities over the skill acquisition period affect an individual’s decision of skill achievement. This study emphasizes the effect of education costs on the evolution of group inequality. Even when the level of segregation is high, if the societal education cost of skill acquisition is not sufficiently large, group skill disparity may not evolve. Observing that education costs vary significantly across countries depending on the structure of their educational institutions, this theoretical analysis suggests that some countries may suffer more from between-group disparity than others because their education systems impose higher costs on individuals.

Medical resident’s pursuing specialty and differences in clinical proficiency among medical residents in Japan: a nationwide cross-sectional study

ImportanceStandardized examinations assess both learners and training programs within the medical training system in Japan. However, it is unknown if there is an association between clinical proficiency as assessed by the General Medicine In-Training Examination (GM-ITE) and pursuing specialty.ObjectiveTo determine the relative achievement of fundamental skills as assessed by the standardized GM-ITE based on pursuing career specialty among residents in the Japanese training system.DesignNationwide cross-sectional study.SettingMedical residents in Japan who attempted the GM-ITE in their first or second year were surveyed.ParticipantsA total of 4,363 postgraduate years 1 and 2 residents who completed the GM-ITE were surveyed between January 18 and March 31, 2021.Main measuresGM-ITE total scores and individual scores in each of four domains assessing clinical knowledge: 1) medical interview and professionalism, 2) symptomatology and clinical reasoning, 3) physical examination and treatment, and 4) detailed disease knowledge.ResultsWhen compared to the most pursued specialty, internal medicine, only those residents who chose general medicine achieved higher GM-ITE scores (coefficient 1.38, 95% CI 0.08 to 2.68, p = 0.038). Conversely, the nine specialties and “Other/Not decided” groups scored significantly lower. Higher scores were noted among residents entering general medicine, emergency medicine, and internal medicine and among those who trained in community hospitals with higher numbers of beds, were more advanced in their training, spent more time working and studying, and cared for a moderate but not an extreme number of patients at a time.ConclusionsLevels of basic skill achievement differed depending on respective chosen future specialties among residents in Japan. Scores were higher among those pursuing careers in general medical fields and lower among those pursuing highly specialized careers. Residents in training programs devoid of specialty-specific competition may not possess the same motivations as those in competitive systems.

UPAYA PENINGKATAN HASIL BELAJAR KETERAMPILAN LEMPAR DAN TANGKAP MENGGUNAKAN MODEL PEMBELAJARAN COOPERATIVE LEARNING

The purpose of this study was to know if the learning outcomes of the materials basic manipulative motion material are better with the application of cooperative learning models in learning the ability to throw and catch class IV. IV grade school students of SD Negeri Kapasan V/147 Surabaya , were the sample of this study, totaling 29 students. Classroom action research using a spiral cycle was utilized for this research Results obtained in the first cycle showed that the completeness or achievement of manipulative basic movement skills in throwing and catching motion material showed an average score of 67. In cycle II, the completeness of the value of manipulative basic movement skills in throwing and catching material was 75 and in cycle III an increase in completeness was obtained by 14 points to 89. In each cycle, the learning outcomes of basic manipulative movement material increased when given treatment in the model cooperative learning.

Improving Problem-Solving Skills With Problem-Based Learning Models in Optical Wave Courses

Objective: Problem-solving skills are one of the skills one has to live in the 21st century. Therefore, this research aims to explain the improvement in problem-solving skills using a problem-based learning model in optical wave courses. This research was carried out on 3rd-semester students majoring in undergraduate program Science Education at the State University of Surabaya in two classes. Method: The research design used the one-group pretest-posttest design with one repetition—data collection techniques using observation and test techniques. Observations were made to review practical aspects and tests for reviewing the effectiveness aspects. Results: The observation results indicate that the learning process is classified as practical. The average result of problem-solving skills in class U students is better than in class B. Based on their problem-solving skills, students can solve problems to completion. The knowledge test results are in the moderate range. A paired T-test in each class shows a significant difference between the results before and after learning. The achievement of knowledge and skills shows that the problem-based learning model effectively improves their problem-solving skills in the waves and optics courses. Novelty: The novelty of this research is the use of four indicators adapted to optical wave material under learning conditions after the COVID-19 pandemic.

Cognitive apprenticeship in vocational students mathematical decision making skills

Exploring the decision-making abilities of undergraduate students, including students from vocational education backgrounds, is the main priority in the achievement of mathematics learning in general and in Calculus courses particularly. Decision-making processes require cognitive guidance through activities describing in detail the systematic steps of each process. It is implicitly said as part of a cognitive apprenticeship procedure. There are claims that students with a vocational education background can develop their academic and practical potential more through a cognitive apprenticeship model. In addition, using video as visual media learning allows students to sharpen their skills. Therefore, the study aims to explore the distinction in achievement and improvement of mathematical decision-making skills between undergraduate students who learn with a Video-assisted Cognitive Apprenticeship approach (CAV), and they are who receive Cognitive Apprenticeship learning (CA) with conventional learning. A quantitative study with the Static-Group Pretest-Posttest Design was employed as a methodology in the research. Based on the research stage, there are differences in achievement and improvement of student decision-making skills with a review of the type of vocational school between undergraduate students.

Explicit and Differentiated Phonics Instruction on Pupils’ Literacy Skills in Gambian Lower Basic Schools

Instructional procedures in literacy skills in Gambian classrooms often adopt the conventional direct approach which includes spelling-reading-dictation without due attention to the sound/letter connection. Although literacy skills in English remain the fundamental proof of formal education in the Gambia, proficiency in reading and writing skills is very low among most pupils in the lower basic schools. Phonics instruction reinforces the letter-sound relationship and improves literacy skills and spelling. Although phonics instruction has been found to be effective for teaching literacy skills to EFL students, there has not been much research on phonics instruction in Gambian classrooms. This study investigated the effects of explicit and differentiated phonics instructional strategies on achievement in literacy skills. The moderating effect of parental involvement was equally examined. The study adopted a pretest-posttest, control group quasi-experimental design using 164 pupils from four randomly selected schools, and treatment lasted six weeks. The result showed a significant main effect of treatment on pupils’ achievement in writing (F (2; 125) = 65.485) and reading (F (2; 125) = 26.67). Participants in explicit phonics instruction obtained the highest achievement score (x = 28.4), differentiated phonics instruction (x =16.3), and control (x = 13.03). Parental involvement had no significant main effect on pupils’ achievement in literacy skills. The two-way interaction effect was not significant. Therefore, language teachers should adopt these strategies to improve the quality of instruction and proficiency in literacy skills in Gambian lower basic schools.

Formative research and the achievement of skills based on undergraduate theses in university higher education

The aim of this research was to determinate the relationship between formative research and the achievement of skills based on undergraduate theses in university higher education, considering three dimensions: student perception in the investigative endeavor, the role of the instructor and the institutional support in the process of building research skills. The methodology corresponds to a quantitative approach, and a survey technique was applied. A 21-item questionnaire card was designed, with a Likert scale that ranged from 1 to 5 for the formative research variable, and 30-item card with a Likert scale from 0 to 4 for the attainment of skills based on the thesis review. The instrument was validated by expert opinion, reaching an average of 85%. The reliability of the questionnaires was 0.92 and 0.95, respectively, according to the Cronbach’s alpha method. The population consisted of 1448 theses published in the institutional repository from 2016 to 2020, and the sample was made up of 110 theses from 11 colleges, with a 95% level of confidence. The results indicate that the perception of the achievement of research skills, instructor support during the research process and institutional support are “positive”; likewise, review of the theses reached a “successful” level. It is concluded that there is a direct relationship between formative research and the achievement of competences.